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91.
92.
Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators 下载免费PDF全文
Jaana Viljaranta Kaisa Aunola Sari Mullola Johanna Virkkala Riikka Hirvonen Eija Pakarinen Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. 相似文献
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94.
Stacie M. Kirk Coleman R. Vizcarra Erin C. Looney Erik P. Kirk 《Early Childhood Education Journal》2014,42(3):181-189
The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start preschools. Preschool Literacy Individual Growth and Development Indicators were used to assess early literacy and phonological awareness in the areas of alliteration and picture naming. The results showed significant increases in physical activity during free play and improvements in early literacy (Picture Naming, Alliteration) compared to a non-exercising control group. In conclusion, the findings suggest that academic lessons taught using physical activity improve early literacy in preschoolers. 相似文献
95.
Erik De Corte Lieven Verschaffel Chris Masui 《European Journal of Psychology of Education - EJPE》2004,19(4):365-384
A major challenge for education and educational research is to build on our present understanding of learning for designing
environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable
knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on
learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment)
as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that
facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies
are described that embody major components of this framework, one focussing on mathematical problem solving in primary school,
and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with
the development of the framework, and were instrumental in identifying and specifying the different components of the model.
They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful
in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of
self-regulation skills for learning and problem solving. 相似文献
96.
Erik J. de Vries 《Research Policy》2006,35(7):1037-1051
Three approaches of studying innovation in services are recognized: the assimilation, demarcation and synthesis approach. The synthesis approach attempts to arrive at a theory relevant for service and manufacturing. Gallouj and Weinstein [Gallouj, F., Weinstein, O., 1997. Innovation in services. Research Policy 26, 537-556] were one of the first to take this approach. This article contributes to the synthesis approach by revising their theory to enable reasoning about recent innovation trends in networks of organizations and in the distribution of services. The theory revision is based on several case studies. Implications for the study of innovation are discussed in terms of results from recent demarcation studies. 相似文献
97.
The use of the ’outdoors’ in pre-school and school settings is becoming an increasingly important field of education and researchers have emphasised the positive influence of the ‘outdoors’ on various social aspects. However, the facilitative conditions for such positive influences are not studied exhaustively. Therefore, we explored the conditions in ‘udeskole’ influencing pupils’ social relations based on an extreme case called the ‘Nature Class’. In the ‘Nature Class’ the pupils (third to fifth grades) were taught outside the classroom one day a week. Five pupils and two teachers were interviewed seven years after the period of udeskole to explore the conditions influencing social relations during the third to ninth grades. We applied a conventional qualitative content analysis and identified six conditions important for the improvement of the social relations. Four of them—‘play’, ‘interaction’, ‘participation’ and ‘pupil-centered tasks’—were important conditions for the positive social relations during the ‘Nature Class’ project. Two conditions—‘cooperation’ and ‘engagement’—seem to be consequences of the improved social relations during the ‘Nature Class’ project which positively influenced the pupils’ abilities to cooperate and the pupils’ strong engagement in the subsequent school years. 相似文献
98.
The present study investigated the extent to which parents’ causal attributions predict the accuracy of, and bias in, their children’s self‐concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children’s first and second primary school years. The results showed that the more parents thought that their children succeeded because of ability, the more accurate the children’s self‐concept of maths ability became. In contrast, the more the parents attributed their children’s success to effort, the less accurate and more optimistic the children’s self‐concept of ability became. 相似文献
99.
This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution. 相似文献
100.
Brian Byrne Stefan Samuelsson Sally Wadsworth Jacqueline Hulslander Robin Corley John C. DeFries Peter Quain Erik G. Willcutt Richard K. Olson 《Reading and writing》2007,20(1-2):77-102
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in
a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and
spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high
nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected
by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading
comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling
in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten
to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared
with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner
in Australia because of accelerated overall reading development. 相似文献